Middleton Elya, S. (2010) Rubia and the three osos. New York, NY: Disney-Hyperion Books.
While the Oso family is out for a walk, Rubia lets herself in to their empty casita! With three bowls of sopa, three chairs, and three beds to test out, Rubia finds herself so tired that the next thing she knows, she is waking up to three osos themselves! In this creative retelling of Goldilocks and the Three Bears, Middleton Elya puts not only a fun spanish twist on the story but a surprise ending as well!
Genre: Folktale, Fractured Folktale
Readers who would like this book: Children who are Spanish EL’s, children who are interested in learning a new language, children who like the story of Goldilocks.
Rating and response: 5; I thought this book was marvelous. Easily decodable for both spanish and non-spanish speakers, students are required to summon prior knowledge and critical thinking skills to decipher this version of the classic folktale. The illustrations in the book are vibrant, wonderfully textured, and provide detail and meaning to the story’s text. They depict a sort of modernized, southwestern portrait of Goldilocks, which I also absolutely love! The surprise ending where Goldilocks does several good deeds such as bringing soup back to the baby bear and mending the broken chair provide a great moral message to students and quiet possibly a more understandable reading of the events that take place in the story. Lastly, the rhythmic text provides a fantastic flow to the story and helps the Spanish and English words fit together seamlessly! What an awesome book.
Question:Today we are going to read a story called Rubia and the Three Osos. There are two Spanish words in this title; can you tell which ones they are? Using clues from the picture, what do you think this title says in English?
Reading Strategy: Choral Reading (Tompkins, pgs. 18-20)
A choral reading is a strategy in which students collaboratively read a text out loud as a group in some way. A choral reading is often rehearsed and done many times with the same text, which assists children in the development of fluency through accuracy, automaticity, and prosody.
Because Rubia and the Three Osos is such a poetic text, I think doing a “leader and chorus” reading where the teacher reads the majority of the story and the students chime in on the spanish words would work well. The spanish words are actually bolded throughout the text, and most are placed in a rhyming context which would help students with pronunciation. The rich language included in this text could really help students become active participants in the read aloud–representative actions could even be added to the spanish words so that students always remembered their meaning! This strategy would also really help all students meet the common core standard that states that they must describe how words supply rhythym and meaning in poems. The addedd complexity given by the mixture of Spanish and English words would help reinforce this concept.